joi, 27 februarie 2014

Cursul ForEdu

Utilizarea mediilor virtuale de învățare în școala românească

Mediile virtuale de învăţare reprezintă o resursă modernă a instruirii, dar care trebuie să fie supusă criteriilor psihopedagogice şi metodice de utilizare în activitatea didactică pentru a-şi dovedi eficienţa.
          Este nevoie şi de un software adecvat care să sprijine procesul de învăţare. În majoritatea şcolilor din ţară a fost implementat un astfel de software şi anume „AeL Educaţional“. Este o platformă pe care nu am utilizat-o decât ocazional deoarece instruirea pentru utilizarea ei a fost mai mult formală şi avem un singur laborator de informatică în şcoală.
          Cursul Profesionalizarea carierei didactice–noi competenţe pentru actori ai schimbărilor în educaţie din judeţele Dâmboviţa şi Buzău mi-a oferit ocazia să utilizez platforma Moodle.
          Platforma Moodle este un pachet software dezvoltat pentru crearea şi organizarea de cursuri online, precum şi coordonarea online a activităţii cursanţilor.
          Participând la acest curs am descoperit un număr mare de avantaje ale acestei platforme:
·         gratuitate
·         este uşor de utilizat
·         cursantul îşi gestionează singur timpul pentru activitatea de învăţare cu excepţia activităţilor online de grup
·         accesul la cursuri poate fi restricţionat prin chei şi parole
·         Moodle poate fi instalată pe orice calculator pe care poate rula PHP şi care suportă o bază de date de tip SQL
·         rulează pe sistemul de operare Windows, Mac şi Linux
·         oferă activităţi de comunicare (chat, forum, wiki, workshop)
·         cursantul are acces la resursele cursurilor la care este înscris, la administrarea contului său utilizând contul de utilizator şi parola de acces
·         permite adăugarea de materiale interactive în care cursantul este solicitat să răspundă la întrebări, să introducă text sau să uploadeze fişiere
·         permite postarea unor materiale sub diferite forme (text, pagină web)
·         permite instructorului corectarea temelor postate, notarea lor şi trimiterea unui feedback cursantului.
Avantajul utilizării Platformei Moodle în şcoală este acela că elevii pot accesa materialele de acasă, pot trimite temele, nefiind nevoie de utilizarea laboratorului de informatică al şcolii.

miercuri, 26 februarie 2014

ForEdu - Ultima evaluare finală

Sâmbătă,  01.03.2014 va avea loc ULTIMA EVALUARE FINALA pentru cursanții restanțieri, de la toate seriile de formare ForEdu.
Citiți documentul Informații restanțieri ForEdu și verificați documentul centralizator aferent seriei de formare din care ați făcut parte !
Dacă este menționat Finalizat, atunci nu trebuie să mai postați teme sau să vă prezentați la evaluarea finală.


Evaluarea finală a cursanților restanțieri ForEdu va avea loc la Școala „Paul Banică" Târgoviște, sâmbătă, 01.03.2014.
Evaluarea va începe la ora 9:00.
Urmăriți informațiile de pe site-ul http://www.ccd-dambovita.ro

ForEdu

MODUL I: TIC - e-Educaţie
1.     Aplicaţii Informatice pentru utilizatorul Mileniului III [AIUM3]
2.     Tehnologii multimedia în mediul educaţional [TMME]
3.     Integrarea aplicaţiilor Web 2.0 în educaţia modernă [IAW2EM]

MODUL II: - Proiectarea şi implementarea curriculumului centrat pe competenţe
1.     Managementul calităţii în educaţie [MCE]
2.     Pedagogia centrată pe competenţe [PCC]
3.     Managementul curriculumului [MC]
4.     Curriculum şi proces de învăţământ – abordare calitativă [CPIAC]

MODUL III: - Managementul clasei - gestionarea situaţiilor de criză
1.     Managementul situaţiilor de criză educaţională [MSCE]
2.     Consiliere psihopedagogică [CP]
3.     Strategii de dezvoltare a inteligenţei socio-emoţionale [SDISE]
4.     Psihopedagogia vârstelor şcolare [PVS]

MODUL IV: - Metode interactive de predare-învăţare
1.     Metode şi tehnici interactive de predare-învăţare [MTIPI]
2.     Comunicare educaţională [CE]

3.     Stiluri de predare-stiluri de învăţare [SPSI]

marți, 9 august 2011

Le Petit Prince, d'Antoine de Saint-Exupéry (1)



Toutes les grandes personnes ont d’abord été des enfants. (Mais peu d’entre elles s’en souviennent.)”

Les grandes personnes ne comprennent jamais rien toutes seules, et c’est fatigant, pour les enfants, de toujours et toujours leur donner des explications.”

Les grandes personnes aiment les chiffres. Quand vous leur parlez d’un nouvel ami, elles ne vous questionnent jamais sur l’essentiel. Elles ne vous disent jamais : « Quel est le son de sa voix ? Quels sont les jeux qu’il préfère ? Est-ce qu’il collectionne les papillons ? » Elles vous demandent : « Quel âge a-t-il ? Combien a-t-il de frères ? Combien pèse-t-il ? Combien gagne son père ? » Alors seulement elles croient le connaître. Si vous dites aux grandes personnes : « J’ai vu une belle maison en briques roses, avec des géraniums aux fenêtres et des colombes sur le toit… » elles ne parviennent pas à s’imaginer cette maison. Il faut leur dire : « J’ai vu une maison de cent mille francs. » Alors elles s’écrient : « Comme c’est joli ! »”

C’est triste d’oublier un ami.”

– Les baobabs, avant de grandir, ça commence par être petit.”

« C’est une question de discipline, me disait plus tard le petit prince. Quand on a terminé sa toilette du matin, il faut faire soigneusement la toilette de la planète.”

 „– Les épines, ça ne sert à rien, c’est de la pure méchanceté de la part des fleurs !
  – Je ne te crois pas !Les fleurs sont faibles. Elles sont naïves. Elles se rassurent comme elles peuvent. Elles se croient terribles avec leurs épines…”


Je n’ai alors rien su comprendre ! J’aurais dû la juger sur les actes et non sur les mots. Elle m’embaumait et m’éclairait. Je n’aurais jamais dû m’enfuir ! J’aurais dû deviner sa tendresse derrière ses pauvres ruses. Les fleurs sont si contradictoires ! Mais j’étais trop jeune pour savoir l’aimer.”










Paintings














Spring of...maybe Life


Le langage du corps


La synergologie ou le langage du corps/des gestes. La synergologie est une méthode de lecture du langage non verbal inconscient. Nous exprimons des sentiments par des micro-mouvements. Seuls 5 % des gestes relèvent de la culture. Les autres viennent du plus profond de soi et sont universels. Par exemple, les micro-démangeaisons ont une origine physiologique et correspondent à des pulsions que l'on réprime. Ce n'est pas un hasard si l'on se gratte à tel ou tel endroit.

Symbolisme des fleurs

On appelle symbolisme des fleurs le fait d'attribuer à certaines fleurs des vertus, ou de servir d'emblème.
Les fleurs dans la mythologie
Les fleurs sont l'attribut de Flore et parfois de l'Aurore ainsi que les figures allégoriques du Printemps, de la Logique, de l'Espérance et de l'odorat. La Logique, un des sept arts libéraux, porte parfois un bouquet de fleurs. L'Espérance détient aussi cet attribut car la fleur annonce la future naissance du fruit. Au niveau mythique, Zéphyr, le vent du printemps, s'étant épris de Flore, l'enlève et s'unit à elle en mariage : en gage de son amour, il lui offre de régner sur les champs et jardins cultivés.
Nous retrouvons dans certaines représentations, Aurore sur son char répandant des fleurs, qui annonce la lumière nouvelle du jour. Dans l'iconographie des quatre saisons, le Printemps est figuré sous les traits d'une jeune femme qui porte des fleurs ou les parsème sur les prairies.
L'iconographie des cinq sens représente l'odorat sous la forme de compositions florales, ou sous l'aspect d'une figure qui tient à la main un bouquet de fleurs ou en hume les parfums.
Depuis l'antiquité, l'image de la fleur est associée à l'idée de la brièveté de la vie, de la beauté et des Vertus.

Symbolisme des couleurs

Le symbolisme des couleurs est l'étude de l'impact des différentes couleurs en tant que symboles, créant des systèmes permettant de désigner, de signifier et exercer une influence sur des faits historique, sociologique, psychologique et stylistique. 
La couleur en général a sa symbolique, en représentant le côté lumineux des choses, et chaque couleur en particulier a sa symbolique. Chacune des couleurs a pris des significations qui se sont confirmées dans le temps ou ont pris une connotation nouvelle suivant l'évolution des mœurs ou de la technologie, et des faits historique.
Dans certaines langues, plusieurs noms peuvent être donnés à une même couleur en fonction du contexte, dans d'autres, on symbolise couramment un ensemble de couleurs par un nom générique: par exemple, les Inuits disposent de 17 mots pour désigner le blanc alors que les Bretons utilisent le même mot pour le vert et le bleu, comme les Islandais et les Japonais, et ont aussi des adjectifs pour désigner les diverses couleurs de la mer et du ciel (teintes du gris-bleu au vert-lichen, à diverses intensités).

La Pensée du Jour


Parfois, la seule façon de réussir, c'est de poursuivre même si le corps et l'esprit protestent.
Stephen King

duminică, 3 iulie 2011

“Life is a journey that must be traveled no matter how bad the roads and accommodations.” (Oliver Goldsmith)

"Life is a journey, not a destination." (Ralph Waldo Emerson)

La vie ne vaut rien mais ...

La vie ne vaut rien
Si le respect
Ne dicte pas nos actes.

La vie ne vaut rien
Si l'amour
N'est pas offert.

La vie ne vaut rien
Si sur l'amitié
On ne peut compter.

La vie ne vaut rien
Si la confiance
Ne nous ouvre un avenir.

La vie ne vaut rien
Si un brin de folie
N'éclaire nos yeux.

Le respect avec l'amour
L'amitié avec la confiance
À la folie…rien ne vaut la vie !

The Rainbow

Religious Belief
The rainbow has a place in legend owing to its beauty and the historical difficulty in explaining the phenomenon.
In Greek mythology, the rainbow was considered to be a path made by a messenger (Iris) between Earth and Heaven. In Chinese mythology, the rainbow was a slit in the sky sealed by goddess Nüwa using stones of five different colours.
In Hindu religion, the rainbow is called Indradhanush, meaning "the bow (Sanskrit and Hindi: dhanush is bow) of Indra, the god of lightning, thunder and rain". Another Indian mythology says the rainbow is the bow of Rama, the incarnation of Vishnu. It is called Ramdhonu in Bengali, dhonu (dhanush) meaning bow. Likewise, in mythology of Arabian Peninsula, the rainbow, called Qaus Quzaħ in Arabic, is the war bow of the god Quzaħ.
In Armenian mythology rainbow - is a belt of Tir, which was originally a god Sun, and then - god of knowledge. Eating options are apricot's belt, Belt of Our Lady or the Arch of God.
In Norse Mythology, a rainbow called the Bifröst Bridge connects the realms of Ásgard and Midgard, homes of the gods and humans, respectively. The Irish leprechaun's secret hiding place for his pot of gold is usually said to be at the end of the rainbow. This place is impossible to reach, because the rainbow is an optical effect which depends on the location of the viewer. When walking towards the end of a rainbow, it will appear to "move" further away (two people who simultaneously observe a rainbow at different locations will disagree about where a rainbow is).
Another ancient portrayal of the rainbow is given in the Epic of Gilgamesh: the rainbow is the "jewelled necklace of the Great Mother Ishtar" that she lifts into the sky as a promise that she "will never forget these days of the great flood" that destroyed her children. (The Epic of Gilgamesh, Tablet Eleven)
Then Ishtar arrived. She lifted up the necklace of great jewels that her father, Anu, had created to please her and said, "Heavenly gods, as surely as this jewelled necklace hangs upon my neck, I will never forget these days of the great flood. Let all of the gods except Enlil come to the offering. Enlil may not come, for without reason he brought forth the flood that destroyed my people."
According to Christian religion and Judaic religion, after Noah's flood the rainbow gained meaning as the sign of God's promise that terrestrial life would never again be destroyed by flood (Genesis 9:13–17):
I do set my bow in the cloud, and it shall be for a token of a covenant between me and the earth. And it shall come to pass, when I bring a cloud over the earth, that the bow shall be seen in the cloud: And I will remember my covenant, which is between me and you and every living creature of all flesh; and the waters shall no more become a flood to destroy all flesh. And the bow shall be in the cloud; and I will look upon it, that I may remember the everlasting covenant between God and every living creature of all flesh that is upon the earth. And God said unto Noah, This is the token of the covenant, which I have established between me and all flesh that is upon the earth.
In the Dreamtime of Australian Aboriginal mythology, the rainbow snake is the deity governing water. In Amazonian cultures, rainbows have long been associated with malign spirits that cause harm, such as miscarriages and (especially) skin problems. In the Amuesha language of central Peru, certain diseases are called ayona’achartan, meaning "the rainbow hurt my skin". A tradition of closing one's mouth at the sight of a rainbow in order to avoid disease appears to pre-date the Incan empire.
In New Age and Hindu philosophy, the seven colours of the rainbow represent the seven chakras, from the first chakra (red) to the seventh chakra (violet).
Art
Rainbows are generally described as very colourful and peaceful. The rainbow occurs often in paintings. Frequently these have a symbolic or programmatic significance (for example, Albrecht Dürer's Melancholia I). In particular, the rainbow appears regularly in religious art (for example, Joseph Anton Koch's Noah's Thanksoffering). Romantic landscape painters such as Turner and Constable were more concerned with recording fleeting effects of light (for example, Constable's Salisbury Cathedral from the Meadows). Other notable examples appear in work by Hans Memling, Caspar David Friedrich, and Peter Paul Rubens.
Literature
The rainbow inspires metaphor and simile. Virginia Woolf in To the Lighthouse highlights the transience of life and Man's mortality through Mrs Ramsey's thought,
"it was all as ephemeral as a rainbow"
Wordsworth's 1802 poem "My Heart Leaps Up" begins:
My heart leaps up when I behold
A rainbow in the sky:
So was it when my life began;
So is it now I am a man;
So be it when I shall grow old,
Or let me die!...
The Newtonian deconstruction of the rainbow is said to have provoked John Keats to lament in his 1820 poem "Lamia":
Do not all charms fly
At the mere touch of cold philosophy?
There was an awful rainbow once in heaven:
We know her woof, her texture; she is given
In the dull catalogue of common things.
Philosophy will clip an Angel's wings,
Conquer all mysteries by rule and line,
Empty the haunted air, and gnomed mine –
Unweave a rainbow
In contrast to this is Richard Dawkins; talking about his book Unweaving the Rainbow: Science, Delusion and the Appetite for Wonder:
"My title is from Keats, who believed that Newton had destroyed all the poetry of the rainbow by reducing it to the prismatic colours. Keats could hardly have been more wrong, and my aim is to guide all who are tempted by a similar view, towards the opposite conclusion. Science is, or ought to be, the inspiration for great poetry."
Music
In "Rainbow Connection", a song known for being sung by Kermit the Frog, the idea of a rainbow is seen as something to wish on, as it is popularly seen as a vision, or symbol of hope.
In the "End of the Rainbow" by September, the singer sings about the rainbow, and how she will be at the end of the rainbow and her ex could see her there when he reaches the end of the rainbow.
End of the rainbow is an award winning stage play with music (or musical drama) by Peter Quilter.
The group Rainbow and the song "Rainbow Demon" by Uriah Heep.
"I Can Sing a Rainbow" is a popular children's classic song written by Arthur Hamilton, despite the name of the song, not all the colours mentioned are actually colours of the rainbow.
Ronnie James Dio used rainbows as a thematic element in many of his songs, particularly as singer and lyrics-writer for Ritchie Blackmore's band Rainbow. Most notable among these are the songs Catch the Rainbow, Rainbow Eyes and the Dio song Rainbow in the Dark.
The band Radiohead released an album in 2007 named, "In Rainbows."
The South Korean band Rainbow
"Somewhere Over the Rainbow", a song sung by the character Dorothy in the musical The Wizard of Oz.
Japanese singer, Ayumi Hamasaki, has an album named RAINBOW with the same song name.
Films
In A Shine of Rainbows, the young protagonist is promised to be taken into a rainbow.
In Marianne, a double rainbow was filmed by chance when Sandra is introduced for the first time.
In Rainbow, damage to a rainbow threatens the world at large.
In the film The Wizard of Oz, lead character Dorothy Gale sings the song "Over the Rainbow" where she fantasises about a place over the rainbow, where the world is in peace and harmony.
Flags
Rainbow flags tend to be used as a sign of a new era, of hope, or of social change. Rainbow flags have been used in many places over the centuries: in the German Peasants' War in the 16th century, as a symbol of the Cooperative movement; as a symbol of peace, especially in Italy; to represent the Tawantin Suyu, or Inca territory, mainly in Peru and Bolivia;[34] by some Druze communities in the Middle east; by the Jewish Autonomous Oblast; to represent the International Order of Rainbow for Girls since the early 1920s; and as a symbol of gay pride and LGBT social movements since the 1970s.

The EuroRainbow of Schools

The rainbow is a multicoloured arc appearing when the sun shines after rain. Multicultures, multilanguages and many other "multi-"s make the diversity in Europe. This was the main idea we used to call our Comenius multilateral school partnership project that has just been approved. So we simply called it "The EuroRainbow of Schools" because there are 9 partner schools from 9 different countries that will soon start working together on some nice topics, will have the opportunity to meet each other, to visit each other, to make friends etc etc.
This partnership involves schools from Romania (the project coordinator), Austria, Czech Republic, Estonia, Greece, Italy, Poland, Spain and Turkey.

VOLUNTEERING BELLS RINGING

This is the title of a new aces partnership school project, approved for 2011-2012. It is a trilateral partnership between Școala cu clasele I-VIII „Matei Basarab” Târgoviște/Romania- the project coordinator school, one partner school from Montenegro and one partner school from Bosnia-Herzegovina.
I am the coordinator teacher of this wonderful project that will start in a few days with a project meeting in Budva/Montenegro. A team made up of 4 people (2 students and 2 teachers) from each partner school will meet for a summer camp on the Montenegrin seaside coast to work and have fun together.
You can read details about our project visiting  http://volunteeringbellsringing.blogspot.com/